Date of Award

9-1-2025

Degree Type

Dissertation

Degree Name

Doctorate of Education (Ed.D.)

Department

Education

First Advisor

Show Mei Lin

Abstract

This dissertation explores the influence of mindfulness-based interventions on academic achievement, disciplinary outcomes, and social-emotional learning (SEL) competencies among urban middle school students participating in after-school programs. Grounded in Vygotsky’s sociocultural theory, self-regulatory frameworks, and Dweck’s growth mindset, the study employs a quasi-experimental design with 36 participants randomly assigned to either a mindfulness intervention group or a control group that receives the standard SEL curriculum. Over two weeks, the experimental group engaged in structured mindfulness activities—including breath awareness, body scans, and peer-led circles,—while quantitative data were collected on standardized test scores (Math and English Language Arts), suspension rates, and SEL using the Washoe County School District Social–Emotional Competency Assessment (WCSD-SECA). Results indicated a statistically significant reduction in suspension rates for students in the mindfulness group, with a large effect size (Partial Eta² = 0.18), showing that the intervention’s effectiveness in promoting positive behavioral outcomes. The mindfulness group showed greater improvements in academic achievement and SEL compared to the control group, these differences did not reach statistical significance, likely due to the small sample size and short intervention duration. The findings suggest that mindfulness interventions in urban after-school settings can meaningfully reduce disciplinary incidents and may support academic and social-emotional growth, highlighting the need for future research with larger, more diverse samples and longer intervention periods to confirm these trends and inform policy and practice for equitable student support.

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